Excellence and Equity in Literacy Education: The Case of New Zealand

ISBN-13: 9781137415561 / Angielski / Twarda / 2015 / 244 str.

William E. Tunmer; James W. Chapman

Opis

Despite several efforts by the New Zealand government in the 1990s this book suggests that their national literacy strategy has failed to reduce the literacy achievement gap. The major contributing factors are examined and alternative effective strategies are suggested to achieve excellence and equity in New Zealand's literacy education.

Recenzje

"The authors make a unique and valuable contribution...through research informed discussions written in a style that is accessible to a wide audience. This volume will be compelling reading for educationalists, researchers, teachers, policy makers, political and community leaders, and parent groups alike." - Gail T. Gillon, Pro-Vice Chancellor Education, University of Canterbury, New Zealand

Spis treści

Foreword; Gail T. Gillon 1. The Development of New Zealand's National Literacy Strategy; William E. Tunmer and James W. Chapman PART I: EVIDENCE THAT NEW ZEALAND'S NATIONAL LITERACY STRATEGY HAS FAILED 2. Findings from New Zealand's Participation in the Progress in International Reading Literacy Study (PIRLS) in 2001, 2006, and 2011; Jane E. Prochnow, William E. Tunmer, and Keith T. Greaney 3. Is Reading Recovery an Effective Early Literacy Intervention Programme for Children who Most Need Literacy supports?; James W. Chapman, Keith T. Greaney, and William E. Tunmer 4. Literacy Performances of Young Adults in New Zealand: Outcomes of School-Based Literacy Instruction; James W. Chapman, Keith T. Greaney, and Jane E. Prochnow PART II: FACTORS CONTRIBUTING TO THE FAILUER OF NEW ZEALAND'S NATIONAL LITERACY STRATEGY 5. Literacy and the Early Childhood Education Curriculum in New Zealand; Claire J. McLachlan and Alison W. Arrow 6. Pedagogical Constructivism in New Zealand Literacy Education: A Flawed Approach to Teaching Reading; William E. Tunmer, Keith T. Greaney, and Jane E. Prochnow 7. Literate Cultural Capital and Matthew Effects in Reading Achievement; Jane E. Prochnow, William E. Tunmer, and Alison W. Arrow PART III: STRATEGIES FOR REDUCING THE LITERACY ACHIEVEMENT GAP AND ACHIEVING EXCELLENCE AND EQUITY IN NEW ZEALAND EDUCATION 8. Meeting the Needs of Beginning Readers through Differentiated Instruction; Alison W. Arrow, James W. Chapman, and Keith T. Greaney 9. Teacher Knowledge Needed for Differentiated Early Reading Instruction; Alison W. Arrow, Claire J. McLachlan, and Keith T. Greaney 10. Twelve Myths about Literacy Education in New Zealand; James W. Chapman, Jane E. Prochnow, and Alison W. Arrow

O autorze

William Tunmer is Distinguished Professor of Educational Psychology at the Massey University Institute of Education, New Zealand. He has published over 150 journal articles, book chapters, and books on reading acquisition, reading difficulties, and reading intervention. In 1999 he was co-winner of the International Reading Association’s Dina Feitelson Award for Excellence in Research.

James Chapman is Professor of Educational Psychology at the Massey University Institute of Education, New Zealand. He has extensive publications on learning difficulties and has served as President of the International Academy for Research in Learning Disabilities. In 1999 he was co-winner of the International Reading Association’s Dina Feitelson Award for Excellence in Research.

Alison Arrow, Massey University, New Zealand

James Chapman, Massey University, New Zealand 

Keith Greaney, Massey Univeristy, New Zealand 

Claire McLachlan, Massey University, New Zealand

Jane Prochnow, Massey University, New Zealand 

William Tunmer, Massey University, New Zealandv>